Page 137 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sentence Craft and Fluency
D2.4 write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length
to suit different purposes and making smooth and logical transitions between ideas (e.g., use coordination and subordination, as appropriate,
to emphasize ideas and enhance the readability
of sentences; repeat sentences of the same structure to provide rhetorical emphasis)
Sample questions: “Where in your text might you vary the length of the sentences? What effect would that have on the reader?” “How have you ensured that the transition from one idea to the next is logical?”
Critical Literacy
D2.5 explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing, and how these may either reflect or conflict with a First Nation, Métis, or Inuit world view (e.g., determine whether the ideas in their writing and the language they use to express them are inclusive and non-discriminatory, and explain how they checked for bias; explain how their description of a specific event reveals their values, even if they are not stated explicitly, and make connections between these values and a
First Nation, Métis, or Inuit world view)
Sample questions: “Does your description of this character present her in a positive light or a negative one? How well does that reflect your intention?” “What attitudes and values have you conveyed in this piece of informational writing, even though you have not expressed them explicitly?”
Revision
D2.6 revise drafts to improve the content, organi- zation, clarity, and style of their written work, using a variety of teacher-modelled strategies with increasing effectiveness (e.g., add precise and appropriate transitional words and phrases to show more clearly the logical relationship between ideas in an argument or position paper; change the order in which types of imagery occur in a poem to heighten the emotional impact)
Sample questions: “What details in your essay might detract from the overall impression
you are trying to achieve?” “How could you reorganize the elements of your poem so that it will appeal more strongly to your readers’ emotions?” “How might you restate the ideas in your opening paragraph to ensure that the core message about First Nations, Métis, or Inuit perspectives is clearly and energetically expressed?”
Producing Drafts
D2.7 produce revised drafts of a variety of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations and respecting First Nations, Métis, and Inuit communication styles (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Sample questions: “If you were to cut your essay into its separate paragraphs and mix the paragraphs up, would you be able to determine the original order? What does that reveal about the development of your argument?” “What other organizational pattern could you have used in this essay to prove your thesis?”
D3. Applying Knowledge of Conventions
By the end of this course, students will:
Spelling
D3.1 consistently use knowledge of spelling rules and patterns, a variety of resources, and appro- priate strategies to identify and correct their own and others’ spelling errors (e.g., select and use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such as U.S. spellings; distinguish between homonyms when editing a peer’s writing; use irregular spellings for effect in an advertisement aimed at a teenaged audience; use electronic dictionaries to check spelling regularly and without prompting; identify words that they regularly misspell and implement appro- priate strategies to avoid repeating the errors)
Sample questions: “What steps can you take to remember the correct spelling of that word and avoid repeating the error in the future?” “Where have you seen irregular spellings used on purpose? Why do you suppose they were used in those cases?”
Vocabulary
D3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
and with increasing effectiveness (e.g., consult specialized dictionaries and relevant websites to identify appropriate, current terminology to use in referring to various cultural groups in Canada; incorporate specialized terminology appropriate to the topic in an essay on an issue related to First Nations, Métis, or Inuit cultures or communities; use an etymological dictionary to identify the original meaning of a word and meanings it has acquired over time)
WRITING
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3U